Unit-4-Lesson3-名師教學設(shè)計

2/2Unit4Lesson3名師教學設(shè)計課時內(nèi)容：InternetandFriendships主題語境：人與社會主題群：科學與技術(shù)；人際溝通子主題：科技發(fā)展與信息技術(shù)創(chuàng)新，科學精神，信息安全；良好的人際關(guān)系與社會交往語篇類型：議論文文本分析：[What]第一篇博客“TheInternetHarmsFriendships”作者從三個方面論述了互聯(lián)網(wǎng)對友情的弊端：一是網(wǎng)絡(luò)交流無法替代面對面交流；二是網(wǎng)絡(luò)讓人變得更加自我，并且網(wǎng)絡(luò)的交流內(nèi)容比較膚淺；三是網(wǎng)絡(luò)交流中人與人之間無法建立充分的信任。最后作者給出自己的觀點：朋友間應(yīng)該更加聚焦于面對面交流，減少在線交流，以此保持健康的關(guān)系。第二篇博客“TheInternetHelpsFriendships作者從三個方面簡單地論述了互聯(lián)網(wǎng)能夠幫助發(fā)展友情的觀點：一是網(wǎng)絡(luò)讓溝通更方便；二是網(wǎng)絡(luò)讓交流更有趣；三是在線交流可以拉近人們的關(guān)系。選擇兩篇觀點相反的博文，很好地服務(wù)于主題。[Why]從正、反兩個方面簡單論述互聯(lián)網(wǎng)與友情的關(guān)系，旨在提高學生對網(wǎng)絡(luò)與友情關(guān)系的認識，幫助學生形成正確的價值觀。[How]這兩篇博客寫作結(jié)構(gòu)相似。標題、論點、論據(jù)，文章脈絡(luò)清晰，內(nèi)容分布合理。兩篇博客都使用了大量的關(guān)聯(lián)詞：firstly，secondly，thirdly，finally，使得文章的脈絡(luò)特別清晰。課時目標：1.能識別主題句和支持句，提取文章主要信息。2.從正、反兩個方面闡述互聯(lián)網(wǎng)和友情之間的關(guān)系，說明自己的觀點，養(yǎng)成辯證看待問題的思維。重點難點：重點：學生通過閱讀，獲取關(guān)于互聯(lián)網(wǎng)和友情之間關(guān)系的主要信息。難點：學生通過閱讀、討論等活動，形成自己關(guān)于互聯(lián)網(wǎng)和友情之間關(guān)系的觀點和判斷。教學準備：教師準備：了解互聯(lián)網(wǎng)與友情的關(guān)系，培養(yǎng)學生的辯證思維。學生準備：構(gòu)詞法相關(guān)知識；閱讀互聯(lián)網(wǎng)與友情的關(guān)系的相關(guān)文章，為理解本課做好背景知識儲備。教學過程：StepI學習理解活動一：感知與注意1.Brainstorm.Askstudentstoworkinpairsanddiscussthefollowingpicture:2.Letstudentssharetheirideas.首先小組討論教師提出的問題：DoyouthinktheInternethelpsorharmsfriendships?Why?Andgivethereasons.然后填寫下表。PositiveaspectsNegativeaspectsbringspeopleclosertogethermakespeopleself-centred【設(shè)計意圖】通過頭腦風暴和回答問題活動，聯(lián)系了學生的生活實際，引發(fā)學生對主題的思考，激活學生的背景知識和相關(guān)經(jīng)驗。活動二：Readandexplore1.UnderlineReadthetwoblogposts:“TheInternetHarmsFriendships”and“TheInternetHelpsFriendships”.Andunderlinethegeneralideaandthetopicsentenceforeachargument.Suggestedanswers:（略）2.Completethediagram.Suggestedanswers:NegativeaspectsArgument1Topicsentence:Talkingonlineisnoreplacementforface-to-facecontact.Supportingdetails:Imagesreallycannotreplaceareal-lifesmileorhug.Communicatingthroughascreenmakesitmoredifficultforchildrentoconcentrateorshowkindnesstoothers.Argument2Topicsentence:TheInternetcanmakepeopleself–centred.Supportingdetails:Insteadofhavingproperconversationswiththeirfriends,somepeopleareonlyconcernedwiththeironlinepopularity.Alotofthecontentpostedonsocialmediaisshallowortrivial.Argument3Topicsentence:Onlinerelationshipsmaynotbewhattheyappeartobe.Supportingdetails:Friendshipsarebuiltonthebasisoftrust,andwithonlinecommunicationyoucanneverbe100percentsurethatthepeopleyouarechattingtoarebeinghonestaboutwhotheyare.PositiveaspectsArgument1Topicsentence:TheInternetmakescommunicationmuchmoreconvenient.Supportingdetails:Youcanstayintouchwithfriendsnomatterwhereyouareorwhatyouaredoing.Argument2Topicsentence:TheInternethasalsomadecommunicationmorefun.Supportingdetails:Youcansharephotos,videosnewsstoriesandwebsiteswithyourfriendsonline.Argument3Topicsentence:Onlinecommunicationcanactuallybringpeopleclosertoeachother.Supportingdetails:Wheneversomeoneneedshelp,friendsfromallovertheworldcanimmediatelyprovideusefulsuggestionsorinformation.Thismakesfriendsfeellovedandcaredfor.【設(shè)計意圖】把握文章的標題與內(nèi)容、段落與段落、主題句與支持句之間的關(guān)系，有助于學生對文章結(jié)構(gòu)、行文特點進行整體把握。為了更好地讓學生了解語篇信息，要引導(dǎo)學生梳理主線，通過梳理主線，把握文章的內(nèi)容和行文邏輯。通過閱讀標出主題句和支持句，獲取關(guān)鍵信息點，然后以填充圖表的形式，整合文章的信息。通過這兩個活動，可以實現(xiàn)英語課程標準對普通高中英語課程語言技能內(nèi)容要求所提出的目標，即通過閱讀能從語篇中提取主要信息和主要觀點，并且能夠理解語篇要義。活動三：Focusonlanguage1.Lexicalchunks.Askstudentstounderlinesomeimportantlexicalchunksinthetwoblogs,andcopythemintheirnotebooksafterclass.2.Discoursemarkers.Askstudentstoreadthetwoblogsandunderlinethewordswhichshowthedevelopmentofeachblog：firstlysecondly,thirdly,finally.3.Translating.(1)TheInternetcanhelpdevelopfriendshipsinmanyways.(2)TheInternetmakescommunicationmuchmoreconvenient.(3)Usingasmartphone，atabletoracomputer，youcanbeincontactathome.(4)Finally,IbelievetheInternetbringspeopleclosertogetherandmakescommunicationwithfriendsmoreconvenientandinteresting.4.Compoundwords.Completethecompoundwordswithawordfromthecircles.Thenusetheminthesummarybelow.SomepeoplebelievethattheInternethasmanynegativeaspects.Talkingtopeople1________orhavinga2________withsomeoneyouonlytalktoontheInternetisn’tareplacementfor3________communication,Whileitcanconnectyouwithotherpeoplewhousea4________,face-to-facecontactwithothersisimportanttohelpyoumaintainhealthyrelationships.Thisargumentisthought-provokingbecauseitshowsthatpeoplestillneedface-to-facecommunicationwithotherstoday.Inaddition,spendingtoomuchtimeontheInternetcanmakeyou5________becauseyoucanbecomeobsessedwithpopularityandgainingfollowers.Finally,youneedtobecarefulwithvarious6________becauseyoucanneverbe1007________surethat8________youreadonlineistrue.Suggestedanswers:Compoundwords：1friend+ship=friendship2any+thing=anything3per+cent=percent4web+site=website5on+line=online6self-+centred=self-centred7real-+life=real-life8smart+phone=smartphoneSummary1online2friendship3real-life4smartphone5self-centred6websites7percent8anything【設(shè)計意圖】本環(huán)節(jié)圍繞語言知識學習設(shè)計了四個活動：活動一讓學生畫出相關(guān)的詞塊（lexicalchunks），活動二畫出文章的話語標記（discoursemarkers），活動Translating是對課中優(yōu)美的句子進行翻譯，活動四學習構(gòu)詞法，旨在加深對語言的理解和掌握?；顒铀模篟eadfordeepunderstanding1.Questions.Askstudentstoreadthetwoblogpostsagainandanswerthequestions:(1)Lookatthesentencefromparagraph2inthefirstblogpost“Itistheseskillsthatenableustodeveloplifelongfriendships”.Whatdoes“these”referto?Doyouagreewiththestatement?Whyorwhynot?(2)Inthesecondblogpost,whatdoesEileenKennedy-Mooremeanwhenshesaysthatonline“fillholesreal-lifefriendscan’t”?Giveyourreasons.Suggestedanswers:(1)Theword“these”referstosocialskills，likeconcentratingorshowingkindnesstoothers.(2)Onlinecommunicationisasolutionwhentherearedifficultieswithface-to-facecommunication,i.e.peoplelivefarapart(andarefriendsorhavecommoninterests)，apersonsuffersfromsocialanxietyandmayfinditeasiertotalktopeopleonline,etc.2.Writingmethods.Thefollowingarefivemethodswritersoftenusetosupporttheirarguments.Readthetwoblogpostsagain.Identifywhatmethodsthewritersused.Findexamplesfromthetext.acitingideasfromexpertsorauthoritiesbgivingexamplescusingdatadreferringtocommonknowledgeeusingcomparisonandcontrastSuggestedanswers:（略）【設(shè)計意圖】這個教學環(huán)節(jié)屬于深層理解方面。英語課程標準在高中學業(yè)質(zhì)量水平和考試評價中指出，高中英語閱讀理解要超越對基本信息的識別、歸納的層次，逐步走向分析、闡述和評價的層次，這三個層次屬于高階思維層次。同時也指出，閱讀的最高層次是對作者的觀點、態(tài)度和寫作手法的賞析與評價，或者對作者的寫作進行改進。StepⅡ應(yīng)用實踐活動五：DiscussionWorkingroupsoffourandchooseoneaspect.Eachmemberofthegrouppresentsoneargumenttosu